This lesson moves the class into the third section of the Plate Tectonics Unit Plan. The topic is Drifting Continents. There will be two classes two this section which will be comprised of an extended Jigsaw activity based on the components of the sections. The two class module will culminate in a 5 minute group presentation by each Jigsaw team. The presentation will include an question/answer section. The last activity after the presentations will be the incorporation each teams effort into each individual student's Science Ring - The Earth Tool.
This first class will include the research, documention, and compilation of information needed for the presentations, as well as the time to plan andconstruct presentations.
Materials
Textbooks, Science tool index card.
Objectives:
The students will:
Read and understand textbook What specific topics will students be able to explain?
Identify, list, and prioritize information gleaned from textbook. What information?
Exhibit productive social interactions in small group setting You should try to write objectives that can be assessed.
Plan a small group presentation within that small group.
Create a question to ask of their fellow scientists.
Instruction:
Opening:
Start of class instructions written on Board:
Take out textbook and quietly read 2 paragraphs on page 28.
Answer this question. What two continents look like they can fit together?
After four minutes ask students for the answer and ask one student to show on class world map.
SAY: This next section called drifting continents has many topics. Our goal today is to review the chapter and find important information while working in teams. Rather than have each of you act as a lonely scientist, doing all the work needed to cover all the parts, we are going to break up into scientist teams and split up the work. That is how scientist get more done. But it it is important that each team does it share so that all topics are included into our Science Ring - The Earth correctly. Your Grade for this section will be in 3 parts. 25 % for the class work, 25% for the team work, and 50% for the individual work.
Engagement:
Break the the class into 5 teams. Assign one of the following Section topics to each of the teams with the instructions to: How will students be grouped?
Activity 1 Individually read their topics and take notes individually. (10 minutes)
Activity 2 Discuss topic with team and agree on 3-6 summarizing short sentences which can be used in your Science Ring - The Earth model to explain your topic. Deciding where in The Science Ring to put these sentences is important. (15 minutes)
Activity 3 Plan for a 5 minute team effort in front of class explaining the topic (2 minutes) and answering questions (3 minutes) from other scientists. (includes teacher) (20 minutes)
Students will be able to use class globe,large cardboard cutouts of the Earth's continents as visual props. Or anything else they can think of.
Each student must take a part in the team presentation. It doesn't have to be a talking part but it must be something that shows me that you know something about your topic. Ask if you have questions once you are in your teams.
SECTIONTOPICS: Wegener's Theory of Continental Drift, Evidence from Landforms, Evidence from Fossils, Evidence from Climate, Scientists reject Wegener's Theory.
Teacher is responsible for timekeeping. Make announcement when 5 minutes left to each activity. Use stop watch.
Teacher will circulate around the class making sure that all students;
- Are reading and writing down notes during silent reading (activity 1).
- Are focused on task of creating 3-6 short sentences in activity 2 and that all students are participating.
- Are focused on creating team presentation in activity 3. During activity 3 teacher will provide assistance to each team in creating format and content of presentation.
Closure:(5 minutes)
Say: Did we accomplish what we set out to do today? Did we cover the section and do it in science teams? Your Homework tonight is a team effort also. Each team must come up with 1 question for each member concerning each of the other teams' topics. Each student must ask a question. Make sure each topic has at least one question. If you work it out correctly it means that each student will need to read only one more topic tonight, instead of the whole section.( handout blank Question Card) Tell them to write down the topic their team has decided they are responible on the top and place into textbook. You may also want to review what part your team has asked you to be of the presentation.
Assessment:
Formative: This whole class is one formative assessment opportunity for the teacher. All three activities allow the teacher to provide behavior specific positive reinforcement for good work and specific redirection for misunderstanding. Group interactions can be monitored for evidence of beneficial social interaction between students and reinforced.
Summative: As stated above in opening, there is an individual grade predicated upon individual and team output. Will use (for)m
Lesson Title: Drifting Continents Part 1
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
This lesson moves the class into the third section of the Plate Tectonics Unit Plan. The topic is Drifting Continents. There will be two classes two this section which will be comprised of an extended Jigsaw activity based on the components of the sections. The two class module will culminate in a 5 minute group presentation by each Jigsaw team. The presentation will include an question/answer section. The last activity after the presentations will be the incorporation each teams effort into each individual student's Science Ring - The Earth Tool.This first class will include the research, documention, and compilation of information needed for the presentations, as well as the time to plan andconstruct presentations.
Materials
Textbooks, Science tool index card.Objectives:
The students will:Instruction:
Opening:
Start of class instructions written on Board:Take out textbook and quietly read 2 paragraphs on page 28.
Answer this question. What two continents look like they can fit together?
After four minutes ask students for the answer and ask one student to show on class world map.
SAY: This next section called drifting continents has many topics. Our goal today is to review the chapter and find important information while working in teams. Rather than have each of you act as a lonely scientist, doing all the work needed to cover all the parts, we are going to break up into scientist teams and split up the work. That is how scientist get more done. But it it is important that each team does it share so that all topics are included into our Science Ring - The Earth correctly. Your Grade for this section will be in 3 parts. 25 % for the class work, 25% for the team work, and 50% for the individual work.
Engagement:
Break the the class into 5 teams. Assign one of the following Section topics to each of the teams with the instructions to: How will students be grouped?- Activity 1 Individually read their topics and take notes individually. (10 minutes)
- Activity 2 Discuss topic with team and agree on 3-6 summarizing short sentences which can be used in your Science Ring - The Earth model to explain your topic. Deciding where in The Science Ring to put these sentences is important. (15 minutes)
- Activity 3 Plan for a 5 minute team effort in front of class explaining the topic (2 minutes) and answering questions (3 minutes) from other scientists. (includes teacher) (20 minutes)
- Students will be able to use class globe,large cardboard cutouts of the Earth's continents as visual props. Or anything else they can think of.
- Each student must take a part in the team presentation. It doesn't have to be a talking part but it must be something that shows me that you know something about your topic. Ask if you have questions once you are in your teams.
SECTION TOPICS: Wegener's Theory of Continental Drift, Evidence from Landforms, Evidence from Fossils, Evidence from Climate, Scientists reject Wegener's Theory.Teacher is responsible for timekeeping. Make announcement when 5 minutes left to each activity. Use stop watch.
Teacher will circulate around the class making sure that all students;
- Are reading and writing down notes during silent reading (activity 1).
- Are focused on task of creating 3-6 short sentences in activity 2 and that all students are participating.
- Are focused on creating team presentation in activity 3. During activity 3 teacher will provide assistance to each team in creating format and content of presentation.
Closure:(5 minutes)
Say: Did we accomplish what we set out to do today? Did we cover the section and do it in science teams? Your Homework tonight is a team effort also. Each team must come up with 1 question for each member concerning each of the other teams' topics. Each student must ask a question. Make sure each topic has at least one question. If you work it out correctly it means that each student will need to read only one more topic tonight, instead of the whole section.( handout blank Question Card) Tell them to write down the topic their team has decided they are responible on the top and place into textbook. You may also want to review what part your team has asked you to be of the presentation.Assessment:
Formative: This whole class is one formative assessment opportunity for the teacher. All three activities allow the teacher to provide behavior specific positive reinforcement for good work and specific redirection for misunderstanding. Group interactions can be monitored for evidence of beneficial social interaction between students and reinforced.Summative: As stated above in opening, there is an individual grade predicated upon individual and team output. Will use (for)m
Reflections
(only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: